Organizational Environment Level:
Customers - Teachers and administrators at assigned schools, students and parents.
As individual coaches our interactions are:
Intervention coaches interact with teachers and administrators seeking the best interventions for students and schools. Intervention coaches should meet with administrative staff at least once per week.
Once a teacher requests assistance, the intervention coach meets with the teacher to observe and discuss the student(s) and determine the best interventions for the students.
Intervention coaches meet with parents at scheduled intervention meetings.
As an organization - we interact with external stakeholders through Suzanne. We do not has a team meet with anyone.
We do not have competition per say. We interact with other team members - school psychologists (shared amongst schools and coaches), intervention facilitators (one per school), and ESE staffing specialists (shared amongst schools, coaches, and school psychologists).
At this point - everyone has a differnt definition of quality service. I'm pushing Suzanne to create a rubric or something to identify what a quality intervention coach looks like. We may not have anything like this for this year let alone this semester.
Work Environment Level:
Resources - Each intervention coach was given a new Dell Latitude E6410 and basic office supplies from the district. Each school is to give us a workspace (one of mine is whatever conference room is not being used at the time) and access to copiers and printers. Some coaches have private offices. Others (me) share space and look forward to brief minutes of time alone.
Information mainly comes from Suzanne. She is arranging training and sending of new forms, etc. as changes are made. We have a huge binder that increases with each training session.
Feedback is from Suzanne. She is overwhelmed and trying to keep it all together for us. She tries - but she is one person learning the system with us.
Work Level:
Job Design - the job is not designed for optimal performance. One day per week for each school except for our home school is not enough. We cannot learn the teachers, politics, atmosphere, students, etc in just one day per week.
Job responsibilities are still being established.
Worker Level:
Suzanne interviewed based on the job description already posted. I believe she picked the best according to the stated qualifications. At this stage, time will let us know if the best are in the positions.
Organizational Environment Level:
Customers - Teachers and administrators at assigned schools, students and parents.
As individual coaches our interactions are:
Intervention coaches interact with teachers and administrators seeking the best interventions for students and schools. Intervention coaches should meet with administrative staff at least once per week.
Once a teacher requests assistance, the intervention coach meets with the teacher to observe and discuss the student(s) and determine the best interventions for the students.
Intervention coaches meet with parents at scheduled intervention meetings.
As an organization - we interact with external stakeholders through Suzanne. We do not has a team meet with anyone.
We do not have competition per say. We interact with other team members - school psychologists (shared amongst schools and coaches), intervention facilitators (one per school), and ESE staffing specialists (shared amongst schools, coaches, and school psychologists).
At this point - everyone has a differnt definition of quality service. I'm pushing Suzanne to create a rubric or something to identify what a quality intervention coach looks like. We may not have anything like this for this year let alone this semester.
Work Environment Level:
Resources - Each intervention coach was given a new Dell Latitude E6410 and basic office supplies from the district. Each school is to give us a workspace (one of mine is whatever conference room is not being used at the time) and access to copiers and printers. Some coaches have private offices. Others (me) share space and look forward to brief minutes of time alone.
Information mainly comes from Suzanne. She is arranging training and sending of new forms, etc. as changes are made. We have a huge binder that increases with each training session.
Feedback is from Suzanne. She is overwhelmed and trying to keep it all together for us. She tries - but she is one person learning the system with us.
Work Level:
Job Design - the job is not designed for optimal performance. One day per week for each school except for our home school is not enough. We cannot learn the teachers, politics, atmosphere, students, etc in just one day per week.
Job responsibilities are still being established.
Worker Level:
Suzanne interviewed based on the job description already posted. I believe she picked the best according to the stated qualifications. At this stage, time will let us know if the best are in the positions.